Marseille is full of contrasts and fractures. A journalist painted a picture of a city divided into an impoverished North and a wealthy South, meeting at the central boulevard, “La Cannebière”. The themes of post-colonialism, post-industrialization, migration, gentrification, cosmopolis, and structural racism are unapologetically visible and palpable here. And yet, everything is more permeable, more human and friendlier than in the capital, Paris. In this project, we will search for and thematize these contrasts so that they raise new questions, for which we can formulate artistic-design answers or counter questions in the future. To this end, we will juxtapose Corbusier's vision of the perfect residential block, “Cité Radieuse”, with the social housing estates in the north of the city, the newly built MUCEM with the industrial port next to it, and the city beach built by the socialists with excavated material from the construction of the metro with the Maghrebin/African market in Noailles.
Methods:
Both auditory media and traditional design tools will be used to provoke a further change of perspective to the usual mode of perception and location developed through study. Students will have the opportunity to engage with acoustic reality in documentary form and produce a soundscape (soundtrack), which will be played and discussed on community radio. Walking is the new “drifting” (dériver) and a popular pastime for many people living in Marseille. In addition to walking in the nearby countryside, locally and independently organized exploratory tours that address social, historical and cultural issues will be organized in selected neighbourhoods.
Objective:
The goal is to familiarize students with an urban space within a short time so that they learn to read and interpret it. This will be made possible through constant forward movement with actors from different fields of activity (design, art, culture, social policy and activism), through participation in local projects and initiatives, and through visits to relevant and meaningful places. The selection and density of impressions, which will also be potentiated in a group environment, are designed to break up habitual thought patterns in students and provide them with new, inspiring food for thought.
Conclusion:
The perception of difference will enable students to develop their own professional vision and design approach. The international exchange will challenge them to reflect on their perspective and position. They will receive unique content and encounter an atmosphere unlike any in their home country.
One of the goals is also to engage professors, lecturers, assistants, local students (ESADMM) and practicing designers as active participants. Teaching experiences as well as pedagogical methods of design and art will be examined and discussed. Students will familiarize themselves with programmes in foreign design institutions (not only educational institutions) in order to discover and name innovations, participatory processes and future, creative opportunities in the educational process itself.